Lesson Plan

Co-Teach Lesson Plan (Direct Instruction)

Teachers: Aly Sherry Subject: Reading- Authors Purpose

Standard:
RI.2.6
Identify the main purpose of a text, including what the author wants to answer,
explain, or describe.

Objective:
SWBAT distinguish between different points of view

Learning target:
I can identify the authors purpose of a text by using evidence the author wrote.

Evidence of Mastery (Measurable):

Students will answer plicker questions as a formative assessment. Students will answer at
least questions correctly in order to move on to another activity without intervention.

Sub-objectives SWBAT (Sequenced from basic to complex):

PK: SWBAT distinguish between fiction and non-fiction texts

NL: SWBAT identify authors purpose in a text

R: SWBAT connect new learning to texts they have read previously or that they have written
themselves

Key Vocabulary: Materials:

Purpose Chart paper
Persuade White board
Inform White board marker
Entertain Erasers
Plickers
Plicker questions (on chart paper)

Opening (state objectives, connect to previous learning, and make relevant to real life):

Teacher will open by introducing the objective.

Class will read the learning target together: I can read different parts of text to identify authors
purpose.
Teacher will have students review the three purposes with shoulder partners:
1. What is authors purpose and what quick way can we remember the three purposes?
2. What does the P stand for and what does it mean?
3. What does the I stand for and what does it mean?
4. What does the E stand for and what does it mean?

I Teacher Will: Student Will:

n
s Teacher will call students to the front of the Students will move to the front of the room
t room. and sit down in front of the board.
r
u Teacher will give students Example 1: Students will listen to teacher instruction
c Informational text on bats (students have been
t reading about bats in non-fiction texts over the
i past week)
o
n Teacher will ask what the authors purpose of Students will answer teacher prompted
a this text is. questions.
l
Teacher will give students Example 2: Fictional Students will listen to teacher instruction
I text Chrysanthemum (Entertain) that students
n read earlier in the year.
p
u Teacher will ask what the authors purpose of Students will answer teacher prompted
t this text is. questions.

Teacher will give students Example 3: Students will listen to teacher instruction
Persuasive text about eating healthy

Teacher will ask what the authors purpose of Students will answer teacher prompted
this text is. questions.

Co-Teaching Strategy/Differentiation:

Visual- Color coded words and pictures to help low readers understand the topic of each.
Auditory- Oral instruction and partner sharing
Reading/Writing- Written examples and learning target on the chart paper

Using informational bats text (building on prior knowledge) and Chrysanthemum (a book
they have read previously and enjoyed)

G Teacher Will: Student Will:

u
i Teacher will instruct students to get out their Students will take out their plicker cards
d plicker cards.
e
d Teacher will explain the activity and give Students will listen to teacher instruction.
expectations.
P
r Teacher will read plicker questions and answer Students will hold up plicker cards to
a options answer questions
c
t Teacher will scan the room
ic
e Repeat x5 Repeat x5

Co-Teaching Strategy/Differentiation:

V: Color coded words and pictures to help low readers understand the topic of each.
A: Oral instruction
R/W: Written questions and options for plicker answers
K: Use of Plickers

Question related to Pokmon and the book, I Need My Monster, to engage student J
with ADHD.

I Teacher Will: Student Will:

n
d Teacher will call select students who did not Students needing intervention will move to
e answer questions correctly to the front of the the front of the room with whiteboards and
p room to receive extra help. whiteboard markers.
e
n Teacher will review the rules and expectations Students who passed the formative
d for PI or E showdown, the game that students assessment will play showdown
e who answered at least questions correctly
n will be playing. Showdown:
t Each table of students will be given a set of
Showdown: cards. One student at each table starts as
P Each table of students will be given a set of the showdown captain and is in charge of
r cards. One student at each table starts as the reading the cards and holds the answer to
a showdown captain and is in charge of reading the question.
c the cards and holds the answer to the question. The other students will answer the question
t The other students will answer the question using whiteboards.
ic using whiteboards. When the showdown captain says
e When the showdown captain says showdown! the students will show their
showdown! the students will show their answer.
answer. After each question, the captain position
After each question, the captain position will will rotate.
rotate.

Co-Teaching Strategy/Differentiation:

V: Whiteboard writing and highlighted answer cards

A: Reading cards aloud
R/W: Reading and writing showdown cards
K: Whiteboard writing

Small group intervention

Closing/Student Reflection/Real-life connections:

Students will share with shoulder partners what is the authors purpose? and How do we
know what the authors purpose is?

Share out whole class.